Taking Concept Mapping (CM) forward with socially mediated structured approaches

Maja Jankowska

doi:10.47408/jldhe.v0i0.112

Abstract

There is substantial research evidence (e.g. Nygaard and Holtham, 2008, 2009) to indicate that studentsÃ¢â¬â¢ active engagement in co-constructing knowledge, and taking responsibility for their own learning, is key to their achievement and development. This chapter will explore Concept Mapping (CM) not only as one means of gathering research data but also Ã¢â¬â and most importantly Ã¢â¬â as a powerful technique to support reflection and offer space for internal dialogue about each studentÃ¢â¬â¢s personal development.Concept maps were gathered from a sample of students on a postgraduate business programme. In addition to the data from the concept maps themselves, semi-structured individual interviews were conducted with part of the sample to follow-up and illuminate the CM process, as they seemed to deepen the reflective capacity of those students through more structured and socially-mediated activity.Findings from this research indicate that CM introduced within a socially supported and structured process can enable the shift from teacher reliance to student autonomy. It is also suggested that students do need structured and scaffolded activities in the area of Personal Development Planning (PDP), especially in reflective tasks, as they are often not sure how to approach this area of learning.

Highlights

The central purpose of education is to empower learners to take charge of their own meaning making. (Novak, 1998, p.9)This paper proposes a way of supporting students’ personal development with the use of a practical tool for Concept Mapping (CM) which lends itself well to the cyclical nature of Personal Development Planning (PDP).The research reported here was part of a larger doctoral study by the author which used a range of research techniques including CM together with interviews, e-Portfolios, blogs and cultural learning journals
The findings indicate that CM promotes more positive insights for students when it is linked to social interaction and scaffolding
Based on the presented research data, theory and the university experiences with PDP the author suggests that CM could serve as a basis for further socially mediated activities that move students’ thinking towards deeper understanding and can be a driver for personal change

Summary

Introduction

The central purpose of education is to empower learners to take charge of their own meaning making. (Novak, 1998, p.9)This paper proposes a way of supporting students’ personal development with the use of a practical tool for Concept Mapping (CM) which lends itself well to the cyclical nature of Personal Development Planning (PDP).The research reported here was part of a larger doctoral study by the author which used a range of research techniques including CM together with interviews, e-Portfolios, blogs and cultural learning journals. Providing structured, supported and contextualised opportunities for self-discovery and reflection on personal development within the curriculum can form congruent and holistic processes that engage students in a meaningful analysis of their developmental needs, building on their prior experience, recognising strengths and weaknesses, and looking into the future (Atlay et al, 2008). The concept maps obtained represent the general ideas students have on the topic of personal development.

Results

Conclusion